지역 사회환경교육기관의 생물다양성 교육현황과 환경강사의 생물다양성 관련 인식

다국어 초록 (Multilingual Abstract)

This study investigated the current status of biodiversity education programs and environmental instructors' perceptions of biodiversity at Cheongju International Eco Complex which is a basic social and environmental education institution at the city, county, and district level, to help develop and operate future programs. To analyze them first, nine categories of biodiversity education for six years of environmental education programs from 2017 to 2022 is focused. Second, environmental instructors' understanding and perception of biodiversity and their perception of biodiversity education were studied through a survey. Third, the environmental instructors’ level of understanding biodiversity complexity was examined through a questionnaire related to the designation of ecosystem disturances in native fish, Kkri(Opsariichthys uncirostris amurensis). As a result of the analysis, 104 out of a total of 165 programs which is accounted 63% have been reflecting the categories of biodiversity education. It shows a steady increase over six years. Most of the programs were held on a one-time basis for families on weekends. The education was mostly arranged on understanding species and ecosystems, but rarely dealing with evolution, * A thesis for the degree of Master in February 2024. ecosystem interaction, and biodiversity conservation. The environmental instructors recognized biodiversity knowledge better than ordinary citizens, highly appreciated the value of biodiversity, and had a high willingness to preserve it. However, the environmental instructors had high expectations for learning motivation and teaching results in biodiversity education, but low for teaching efficacy. In addition, among the nine categories of biodiversity education, the meaning and value of biodiversity, reduction reality, cause, and preservation were prioritized over understanding species, evolution, and biological classification. According to a survey on the controversy over the designation of ecosystem disturbances in native fish, Kkri, 60.9% were in favor of designation which answered “destroying biodiversity” and 39.1% were against it which answered “the natural ecosystem will control it.” for the major cause. The anti-designation group tended to have high biodiversity knowledge. Based on these results, suggestions for biodiversity education programs of local social environmental education institutions should be made. First, programs that evenly reflect nine categories of biodiversity education should be developed and operated. It should focus on building ecological literacy so that it is not limited to knowledge but leads to practical behaviors. Second, it is necessary to operate a capacity-building program to enhance the teaching efficacy of environmental instructors. In particular, it should include contents that can cultivate knowledge about biodiversity and explore a complex social and cultural issues in biodiversity-related regions. Key words: Biodiversity Education, Social Environmental Education Institution, Cheongju International Eco Complex

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구 배경 및 필요성 1
• 2. 연구 목적 및 연구 문제 6
• 3. 연구의 제한점 6
• Ⅱ. 이론적 배경 7
• 1. 생물다양성 7
• (1) 생물다양성의 정의 7
• (2) 생물다양성의 가치 7
• 2. 생물다양성 교육 9
• 3. 사회환경교육기관 11
• Ⅲ. 연구방법 15
• 1. 생물다양성 교육 프로그램 현황 16
• (1) 연구대상 및 자료수집 16
• (2) 생물다양성 교육 프로그램 분석 17
• 2. 환경강사의 생물다양성 관련 인식 조사 23
• (1) 연구대상 23
• (2) 설문지 구성 및 분석 24
• 3. 환경강사의 생물다양성 이해 조사-생태계 복잡성을 중심으로 28
• (1) 연구대상 28
• (2) 설문지 구성 및 분석 28
• Ⅳ. 결과 및 논의 32
• 1. 생물다양성 교육 프로그램 분석결과 32
• (1) 환경교육 프로그램 현황 32
• (2) 생물다양성 교육 프로그램 분석 36
• (3) 생물다양성 교육 현황과 환경강사의 생물다양성 교육영역 상관관계 40
• 2. 환경강사의 생물다양성 관련 인식조사 결과 42
• (1) 환경강사의 교육경력과 학습경험 42
• (2) 생물다양성 이해 43
• (3) 생물다양성 중요성 관련 인식 47
• (4) 생물다양성 보전 관련 인식 48
• (5) 생물다양성 교육 관련 인식 49
• (6) 생물다양성 인식 변인 간 상관관계 52
• 3. 환경강사의 생물다양성 이해 조사생태계 복잡성을 중심으로 57
• Ⅴ. 결론 및 제언 62
• 1. 결론 62
• 2. 제언 66
• 참고문헌 68